The practice of team teaching—how teachers deliver team teaching in the classroom—substantially determines its effect. The collaboration between the teachers and the level of shared responsibility between them are two important dimensions of the team teaching practice. To date, no instrument exists to measure these dimensions. However, in view of empirical research within the context of team teaching, such an instrument is important. Therefore, the Collaboration and Shared Responsibility in Team Teaching (CSTT) scale is developed, making it possible to assess these two important dimensions. The CSTT scale was used in a large-scale cross-sectional survey study (n = 555). Next to a validation of the scale, this study provides empirical evidence on the differences between groups of teachers regarding (a) teaching experience, (b) education type, and (c) frequency of team teaching. Results show that teachers overall report high scores on both dimensions. Further, this study indicates that there are no significant differences between the groups based on (a) teaching experience and (b) education type for both collaboration and shared responsibility. There are, however, significant differences between groups in terms of the (c) frequency of team teaching.

Purpose: A supportive research culture in primary schools is crucial for motivating teachers to reflect and improve their practice based on research. Therefore, this study aims to explore the role of research culture on primary teachers’ involvement in inquiry-based working. Design/methodology/approach: The explanatory sequential mixed-methods approach was used for the research purpose. First, a latent profile analysis was carried out building on data from 5,566 Chinese primary teachers to identify subgroups reflecting their involvement in inquiry-based working. Next, interviews were conducted with 24 teachers representing each profile. Responses across different profiles regarding school research culture and its role were analysed. Findings: In the first quantitative phase. Three distinct profiles emerged: Profile 1, the “classroom reflector”; Profile 2, the “inquiring teacher” and Profile 3, the “active inquirer and school transformer”. In the second qualitative phase, the results underscore the pivotal role of research culture in fostering teachers’ involvement in inquiry-based working, emphasising aspects of vision, leadership and networks. Research limitations/implications: The cross-sectional design of this research may not fully capture the dynamic and enduring nature of the research culture and its impact on teachers’ practices. Originality/value: Theoretically, this study contributes to the international discussion on understanding research culture and its role. Practically, this study provides some implications that centre on the three different aspects of research culture (vision, leadership and network) and their interconnections to promote the school to become an inquiry-oriented community. Methodologically, this study demonstrates the potential of combining a person-centred quantitative approach and a qualitative approach.